Leadership Research: Vol 11, No 1. (2020)

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Now showing 1 - 5 of 19
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    Building cultural proficiency to support reconciliation through education: a professional development training tool
    (Electronic version published by Vancouver Island University, 2020) Lapointe Jones, Denise Elizabeth
    In response to the Truth and Reconciliation’s 94 Calls to Action and The School District No. 63 (Saanich), W̱ SÁNEĆ, Other First Nations, Metis, and Inuit Education Enhancement Agreement, 2018 – 2023 (EAA), this project was created with the intent of building Cultural Proficiency in educators in the Saanich School District (SD63). The Cultural Proficiency Training Program (the project attached to this thesis) was created with the intent to work towards meeting the goals outlined by The EEA as committed to by the W̱ SÁNEĆ local First Nations and SD63. First, I identified the Cultural Proficiency Framework as best practice for building cross-cultural competency to foster safe and inclusive learning environments for students of all cultures, and to provide equitable access to educational opportunities for all students in SD63. Next I created a website and professional development training tool (Cultural Proficiency Training Program) to be explored by or presented to new and existing SD63 employees. The website also includes a list of useful resources and pre and post training reflection questions, as well as a questionnaire to use to assess the efficacy of the program.
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    Story studios: inspiring, creating and sharing stories of transformation
    (Electronic version published by Vancouver Island University, 2020) D’Aoust, Claire R.
    Story Studios in Delta have three elements. First, a Story Studio is a place, a site of learning both inside and outside where learners experience hands-on exploration and use loose parts and story materials to tell learning stories. Second, Story Studio is a pedagogical approach, with foundations in relationships, identity, inclusion, and emergent curricula. It is a way of thinking about and interacting with learners, supported by the framework: Inspire, Create, Share. Third, Story Studio offers new ways of teaching and learning, inspiring personal and systemic transformation. This narrative inquiry deeply explored the lived experiences and stories of one intermediate class visiting the Story Studio over three field trip visits to learn about the process of transformation and the elements that support it. Primary data consisted of student learning stories that were shared during the field trip experiences and a student focus group discussion on the final day. Secondary data included educator interviews and researcher observations and reflections to add texture to the students’ voices. Data was qualitatively coded and learning stories were created. Place-based learning, Engagement, and Transformation emerged as major themes that were presented by layering student stories with photos, direct quotes, researcher observations, student focus group responses, and classroom educators’ interview responses. Story Studios were found to create transformation for both students and educators by designing opportunities to learn and reflect upon learning in new ways that were deeply connected to local places. Educators can bring themes of transformation into their classrooms and the places surrounding them inspired by Story Studios.
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    Who do you think you are? A curriculum of identity built on Kitasoo Xai'xais values
    (Electronic version published by Vancouver Island University, 2020) Fraser, Lorna D.
    In the spirit of Reconciliation, Canada has told its citizens that they have a responsibility to rebuild relationships with Indigenous peoples. Indigenous people want an education for their children that does not compromise their unique identity. Indigenous scholars have demonstrated how it is possible to achieve a meaningful and authentic education experience for Indigenous learners by leading with Land and Cultural based learning. Moreover, it has been shown that Land and Cultural Based Learning will not only increase indigenous graduation rates, but will provide the skills required for all learners as we move forward in the 21st century. Research has shown that education needs to be done differently in order to prepare our future leaders for the fast and ever-changing new world they will be facing post education. This Masters of Educational Leadership project will demonstrate that by teaching Indigenous core values we can uplift cultural identity, and achieve the goals of British Columbia’s Ministry of Education’s Redesigned curriculum. This project will leave educators with an example of how to create instructional plans that incorporate Indigenous knowledge grounded in core values which will meet the goals that Canada, Provincial curricula, and Indigenous Peoples have mandated.
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    Walking a fine line: education for immigration to Canada
    (Electronic version published by Vancouver Island University, 2020) Ergasheva, Makhbuba
    This study is an analysis of the impacts of immigration policy on a small teaching-based university in British Columbia (BC), as well as on the international students attending it. Canada’s innovative immigration policies have created a pathway to permanent residency and immigration through education and have become the driving force behind an exponential increase of international students in the country. Although it is an international student’s individual responsibility to navigate through the immigration policies, said policies assign the roles of navigator and gatekeeper to educational institutions which has implications on the role and function of a small teaching-based university. Additionally, this policy analysis highlights the complexity and multi-jurisdictional involvement of various organizations and levels of government, all of which creates an extremely complicated and multifaceted web for international students to navigate.
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    From qualitative case study research to case-based pedagogy: a journey of ethics within school-based wellness centres
    (Electronic version published by Vancouver Island University, 2020) Harver, Deborah L.
    "Are there circumstances when respecting a youth‘s choice for privacy involves moral/legal conflict, and following legislation or law may not feel like the right decision?" Due to the distinct and sometimes differing professional policies, philosophies, and administrative structures between two sectors (health care and education) within a school-based wellness model, this dilemma is particularly relevant to the sharing of confidential youth information. A case study pedagogical approach reviews factors that impact student well-being and learning, particularly in communities where many families are experiencing poverty, and as a result have access to a school-based wellness centre. A student, her family, and professionals from each sector are incorporated into a case study that captures situations when students need support for their physical and psychological well-being from educational and/or health care professionals, and when "mature minor consent" conversations are most likely to occur. When a youth enacts their right to keep their health information private (a right associated with mature minor consent legislation) ethical challenges of cross-sector and family member communication may arise. A Cross Sector Ethical Decision Making Support Tool is applied as a teaching tool to guide learners through this ethical case study and decision making process. It is also provided as a template for professionals to take away and utilize if they are involved in an ethically difficult situation in their future. The commonalities and differences in approaching ethical problems and decision making from the perspectives of youth, families, educators and health care providers are identified and recommendations are put forward for future cross sector ethical decision making processes.